초록 열기/닫기 버튼
This study examines L1 use by L2 learners during performing communicative tasks - focusing on fundamentally- constructive purposes of L1 use in terms of interaction maintenance - as an effective pedagogical activity in sequential interactions. The analysis is conducted on the functions of learners’ L1 use, which leads to the accomplishing of their tasks. In order to depict the best picture of L1 use in task-based sequential interactions, both quantitative and qualitative analysis are used. Quantitative analysis is applied in addressing the relationship between the amount of L1 use and task achievement, and qualitative analysis is used to gain understanding in the functional descriptions to verify and clarify L1 use. The results showed that the relationship between task achievement and L1 use is correlated strongly, irrespective of task types (F=.003, r=.635, p<.01). This study is not intended to justify learners’ L1 use in L2 classroom; rather, it seeks to investigate the ways in which a mechanism of L1 use is related to facilitate communicative processes in L2 learning contexts. It is thus hoped that the findings of this study make some contributions to an improved understanding of L1 use as well as allowing for the maintenance of the L1 and identifying L2 learners’ own beliefs about positive effect on L1 use.
키워드열기/닫기 버튼
과업, 순차적 상호작용, 모국어사용, 과업기반 학습
